Unpacking Response Process Issues Encountered When Developing a Mathematics Teachers’ Pedagogical Content Knowledge (PCK) Assessment-Reference-Cited by-同舟云学术

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Unpacking Response Process Issues Encountered When Developing a Mathematics Teachers’ Pedagogical Content Knowledge (PCK) Assessment

Published:2023-04-11 Issue:3 Volume:15 Page:205-221
ISSN:1947-7503
Container-title:Investigations in Mathematics Learning
language:en
Short-container-title:Investigations in Mathematics Learning

Author:

Epstein Martha L.¹,Malik Hamza¹,Wang Kun¹,Orrill Chandra H.¹

Affiliation:

1. STEM Education & Teacher Development, University of Massachusetts, Dartmouth, MA, USA

Funder

National Science Foundation

Publisher

Informa UK Limited

Subject

General Mathematics,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/19477503.2023.2201115

Reference30 articles.

1. Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

2. Formative Assessment of Computational Thinking: Cognitive and Metacognitive Processes

3. Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment

4. Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds

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